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3 Reasons to Measure the Impact of Stuttering


When stuttering severity doesn’t show significant change, then one should consider measuring something that will. According to Yaruss & Quesal (2008, 2010), measuring the impact of stuttering on a person’s life is just the thing to do.

Last Friday (10/22/10) was International Stuttering Awareness Day–but just like any other day, we all need to keep learning about what it means to be a person who stutters.

Enter Yaruss and Quesal‘s (in collaboration with Craig Coleman) latest effort for children who stutter–the Overall Assessment of the Speaker’s Experience of Stuttering (OASES) forms for children ages 7-17. How does stuttering impact a young person’s life–at home, at school, out on the playground or at practice? This new self-report does just that in a few minutes. Who better to tell professionals how to support a person who stutters than the people who stutter themselves?

The new forms of the OASES make perfect partners on multiple levels:

  1. As a partner to the measurement of stuttering severity (a la the SSI-4, for example)
  2. As a partner to the planning of intervention–focusing where the impact on life is the greatest or most valued
  3. As a partner to the person who stutters–providing young children (in this case) with a vehicle for communicating complex and often emotional details about their speaking.

The number of stutters a person “speaks” in a particular situation may be variable on any given day, but reducing the negative impact of those stutters consistently in the middle of a particular situation may be the best thing that ever happened to someone who stutters–and now you can quantitatively and qualitatively measure it.

That’s significant, don’t you think?

Reference:
Yaruss, J. S. & Quesal, R. W. (2010). Overall Assessment of the Speaker’s Experience of Stuttering. Bloomington, MN: NCS Pearson, Inc.

2010 ASHA Annual Convention Preview


View: Museum to City Hall, Philadelphia

image via Tony the Misfit on Flickr.com

Pearson is pleased to be a Presenting Co-Sponsor of the 2010 Annual ASHA Convention in Philadelphia. Be sure to stop by Pearson booth 400 and enter to win one of 2 Flip MinoHD cameras, or one of two $500 Pearson gift certificates. We’ll also have a PLS-5 kit for you to examine.

Of course, you’ll want to learn a few things too. This year there are a plethora of Pearon authors presenting, including Dr. Ronald Goldman, Dr. Donna Geffner, and Dr. Elisabeth Wiig.

Full listing of Pearson authors (Pearson product) presenting:

For the most up-to-date session information, go to ASHA’s Convention program search page.

See you at the convention!

How to Calculate Caseload/Workload


It’s that time of year again. Some of you are already back at school, some have just begun again, some have just a small and waning bit of time left. Wherever you are, you may be thinking, “This year, I’m going to be even more organized!” No one has to tell you that a speech-language pathologist’s (SLP’s) job is full of schedule-juggling complexity—you live it every day.

Maintaining order in your work life is no small task as you plan to support all the students on your caseload as well as perhaps some students in an RTI process. In addition, you collaborate with other professionals in your school and you influence larger school-wide processes that affect your work. As you dive into this school year, don’t forget about a little assessment tool that may help you analyze and then communicate where your weeks (may) go—the Caseload/Workload Calculator.

Here are few examples of ways you could use this handy calculator:

  1. List by individual student: Enter each student in a separate row on your caseload and estimate how much time, based on IEP details and other needs for this student, you’ll need per time frame (e.g., day/week/month). You can use a summary of ASHA’s Workload Activity Clusters on the linked worksheet for an easier time classifying your work. Don’t forget to print out a copy for your supervisor and/or administrator!
  2. List by group or classroom of students: Enter student groups as you plan to see them in a resource room or in-class time. Account for your time with each group as well as other planning necessary (also using the Workload Activity Clusters worksheet). The more students you see in groups, the more advantageous this strategy might be—you’ll get a better estimation of your work week.
  3. List by your work requirements: There are always obligations in any setting that don’t appear anywhere in print. This is a little bit of a “stretched” use for the calculator, but it will work the same way. Create a row for each major requirement. If you don’t know how much time you spend on each activity, track it for one week—you may be surprised! For example, you might make a list that includes efforts like these:
    • Treatment services
    • Assessment services
    • RTI committee
    • Collaborative research with local university (e.g., clinical trial)
    • Duty time (e.g., lunchroom, recess, bus)
    • IEP meetings
    • SLP team meetings
    • Collaborative prep
    • Individual prep
    • Student Life committee
    • Medicare/Medicaid paperwork
    • IEP paperwork

The caseload/workload model has been part of our vocabulary in the professions for a number of years now. Sometimes the assessment topics we collectively discuss aren’t always about assessing our students, but are about assessing ourselves and the way we approach and execute our work for the benefit of those students. Both are important!

One of the best ways to get organized is to have quick and easy tools and strategies to help you assess all the work you currently have to do. The Caseload/Workload Calculator is one such tool. You can compare your work to your time and get creative about letting some things go, if possible, or come up with brand new ways to get things done. As so many other things are, it’s a balance of art and science.

Put your best foot forward this school year with a quick assessment of your caseload/workload—and then dive in to help those students we serve. Best wishes on your year!

Another Great 2006 ASHA Schools Conference!


Having returned from Phoenix, AZ early last week, I’m still thinking about all the wonderful sessions and events that took place during the 2006 ASHA Schools Conference. From general school-based practice issues to vocabulary, caseload/workload, Response to Intervention (RtI), and much more, each attendee had numerous session options and great conversation opportunities! Jan McEver, our 2006 Schools Scholarship winner, will be writing next month with a few of her thoughts and reactions to her first Schools Conference. If you’re reading this and you had the opportunity to attend as well, please consider posting your new learning and great ideas on our SLP Discussion Center to stimluate ongoing, post-conference conversation.

Also, our National Speech/Language Advisory Board met the day before the Schools Conference and once again provided brilliant thoughts, creative ideas, and wisdom to six Pearson Education business units who were represented at the Board meeting. The day’s agenda was comprised of briefings from the Board to Pearson and vice versa, brainstorming, wishing and dreaming, and as always, discussion of the current trends of our day and what we might do together to help the professions serve the need of our clients more aptly. Additionally, feel free to let us know at any time any of your own thoughts about how we can better collaborate with you now and into the future.

In service,
Tina Eichstadt, MS CCC-SLP
Product Manager, Speech and Language
Pearson

Lloyd Dunn, Author of Peabody Picture Vocabulary Test, Dies at 89


Bloomington, Minnesota, April 18 – Pearson Assessments today announced that well-known author Dr. Lloyd Dunn died April 6, at age 89, in Las Vegas, Nev. Dunn created some of today’s most respected and widely used vocabulary assessments and instructional programs. His Peabody Picture Vocabulary Test (PPVT) has been a leader in educational testing for nearly 50 years. Born in Canada in 1917, Dunn obtained bachelor’s and master’s degrees from the University of Saskatchewan. He later taught grades 1 through 12 and served as a principal in the Saskatchewan public schools. He completed a Ph.D. program in special education and psychology at the University of Illinois. After joining the faculty at Peabody College in Nashville, Tenn., he developed the first Peabody Picture Vocabulary Test (PPVT). The test was published in 1959 by AGS Publishing, known then as American Guidance Service, Inc. AGS Publishing was acquired by educational publisher Pearson in 2005.

Co-founder and past president of AGS Publishing John Yackel said, “I took a prototype of the PPVT to the 1960 American Speech and Hearing Association (ASHA) convention. People were swarming to our booth to see it. The test could be given quickly and easily and correlated very highly with vocabulary on the Stanford-Binet [intelligence scale]. This meant you could get a measure of vocabulary ability without administering a time-consuming test. You knew it was the start of something very important, and indeed later this year, the test will be released in its fourth edition.” Another article about Dr. Lloyd Dunn and his extensive career in educational measurement can be found on the ADVANCE Newsmagazine Web site.

Dunn served on an education advisory panel for President John F. Kennedy in the early 1960s, which identified a need for programs that could enhance communication skills. His newly published Peabody Language Development Kits (PLDK) were ideal for meeting this goal. Yackel said, “The Elementary and Secondary Education Act (ESEA) was passed in 1965 and the PLDK Level 1 was released just months later. The demand for this new language program was phenomenal.”

Yackel credited the early success of AGS Publishing to its association with Dunn. “Lloyd and I always said, ‘AGS made Lloyd Dunn and Lloyd Dunn made AGS.’ Lloyd himself was special, one of the most inquisitive and insightful people I’ve ever worked with.”

Over the course of his career, Dunn received many honors. He was senior past president of the Council for Exceptional Children and a fellow of the American Psychological Association. He was director of Peabody’s Mental Retardation Research Training Program, the first doctoral program in the nation for training researchers in this field. He conceived of the Institute on Mental Retardation and Intellectual Development, which was founded at Peabody in 1965, and was its first director. IMRID made major contributions to behavioral research in mental retardation.

Besides the Peabody Picture Vocabulary Test (PPVT) and the Peabody Language Development Kits (PLDK), Dunn also co-authored the Test de Vocabulario en Imágenes Peabody (TVIP), the Peabody Early Experiences Kit (PEEK), the Peabody Articulation Decks (PAD), and The Picture File, as well as college textbooks, including Exceptional Children in the Schools.

Dr. Ronald Goldman, author of several tests for speech and language and special education, said, “Lloyd Dunn was a pioneer in the area of special education. His creativity provided the profession with some of the most acclaimed language assessment tools and language intervention programs. While directing the IMRID project at Peabody, he served as a mentor to many professionals who have become current leaders and major contributors in special education. His foresight, productivity, and leadership have left an indelible mark on the provision of services for children with disabilities.”

Pearson Assessments will release the fourth edition of the Peabody Picture Vocabulary Test (PPVT) at the end of the year. Dunn’s son, Dr. Doug Dunn, is the new co-author of the PPVT-4, thereby continuing his father’s tradition for providing reliable and valid comprehensive assessments and educational programs for children.

About Pearson Assessments

Pearson Assessments provides assessment instruments and data capture tools and technologies for use in education, business and health care settings. Backed by a half century of knowledge and expertise, Pearson Assessments – integrating Pearson NCS and the assessment division of AGS Publishing with the original Pearson Assessments business – offers products and services to deliver the accurate, reliable and usable information that professionals seek. Pearson Assessments is a business of Pearson Education, the world’s largest integrated education company, which in turn is part of Pearson, the international media company. Pearson’s other primary operations include the Financial Times Group and the Penguin Group.

Spring Greetings!


Has your “March Madness” slowed down a bit? Perhaps you’ve just moved into later spring “busy times.” Whatever the state or pace of your world today, I hope you’ll choose to take a moment to read this information update and accompanying e-newsletter regarding all the recent happenings here at AGS Publishing.

As you may have heard, Pearson Education purchased AGS Publishing in July 2005. As the world’s largest educational publisher, Pearson Education (www.pearsoned.com) is a new kind of parent company for AGS Publishing. Strategically, Pearson saw a fit between their mission to advance integrated learning solutions throughout the world and the legacy and rigor of AGS Publishing in the special education arena– including speech-language pathology and audiology.

After examining the many different types of products and services we offer, and more importantly, the many different professions and professionals that we serve, we decided the AGS Publishing assessments division would join with Pearson Assessments and Pearson NCS to form a new Minneapolis-based company called Pearson Assessments (www.PearsonAssessments.com). The current Pearson Assessments offers some of the most widely used and researched psychological assessments in the industry (e.g., the MMPI™), along with related scoring solutions. Pearson NCS provides state-of-the-art data capture tools (e.g., scanners and software) and printing services, including those well-used and familiar “bubble sheets.” The unique blending of our combined capabilities means you have a new assessment partner with the breadth and depth of expertise in both products and services to help you with the important decisions you face every day.

In addition, we are now a sister company with Pearson’s Allyn & Bacon and Merrill Education higher education textbook publishers. We also have collaborative opportunities with sister curriculum companies like Scott Foresman and Prentice Hall, in addition to AGS Publishing’s secondary supplemental textbook line in a new company called AGS Globe. With all that the new IDEA 2004 brings, there isn’t a better time to consider all areas of education as an integrated yet complex environment within which to serve. We’re excited to meet those opportunities and challenges with you and for you.

What else is new? Independent of the transition into the Pearson family, our warehouse at Circle Pines, MN is being turned into a new housing development; our inventory has moved to an Indiana location. A clock tower was dedicated by Circle Pines city government and honors the decades of business development that AGS Publishing provided to the city. We’re growing and moving forward, but will be honoring our almost half-century “Circle Pines” legacy for years to come.

What isn’t new? Our values: Quality, Reliability, Service, and Innovation. Your personalized Web site: www.speechandlanguage.com. The huge flow of ideas and opportunities that come to us from within and without to serve you better—keep sending your thoughts and talking with each other on the SLP Forum! Watch for us as you know us—and also for all the new opportunities that the Pearson family brings!

In service,
Tina J Eichstadt, MS CCC-SLP
Product Manager, Speech and Language

P.S. Be sure to update your contact information!

Web: www.speechandlanguage.com
ags.pearsonassessments.com
Phone: (800) 627-7271
Fax: (800) 632-9011
Mail: Pearson Assessments
Attn – Ordering Department
P.O. Box 1416
Minneapolis, MN 55440

PPVT-4 / EVT-2 standardization opportunities


Download this article in a printable PDF file format

Help make the tests you know and trust even better!

As many of you know, AGS Publishing is developing the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) and the Expressive Vocabulary Test, Second Edition (EVT-2). PPVT-III is the leading measure of receptive vocabulary for Standard English. EVT is conormed with PPVT—the tests are standardized on the same population of examinees. This lets you make direct comparisons of receptive and expressive vocabulary. In addition, the national sample is stratified to match the most recent U.S. Census data on gender, race/ethnicity, region, and parent or self-education level as a measure of socioeconomic status. When complete, PPVT-4 and EVT-2 will continue to offer the ease, quality, and reliability you’ve come to expect—including fully updated conorms and other new advantages. Stay tuned!

There are still opportunities available for participating in the standardization of these products. The testing takes about 15 to 30 minutes. AGS Publishing will provide all testing materials, and will compensate the examiner, examinee, and school/organization. Currently, we are looking for examiners who have access to and would be willing to test individuals who have any of the following characteristics:

Examinees who have not been diagnosed with a disability:

  • Ages 2 1/2 through 5 – African American, Hispanic, Asian, or Native American children from low socioeconomic backgrounds.
  • Ages 19 through 24 – Individuals who have an education level of high school or less and are not presently in school.
  • Ages 25 through 90+ – African American, Hispanic, Asian, or Native American adult males who have not graduated from high school.

Examinees who have been diagnosed with one of the following disabilities:

  • Mild Mental Retardation – Ages 6:0 through 17:11.
  • Emotional Disturbance/Behavioral Disturbance/Serious Emotional Disturbance – Ages 7:0 through 12:11.
  • Hearing Impairment without Cochlear Implant – Ages 4:0 through 12:11. Individuals must have mild to moderate hearing loss (40 to 55 dB) and the ability to function within a mainstream environment for most or all of the educational day.
  • Hearing Impairment with Cochlear Implant – Ages 4:0 through 12:11.
  • Language Disorder (Adult Aphasia without Head Injury) – Ages 50 through 90+.
  • Speech Impairment (Adult Dysarthria without Head Injury) – Ages 50 through 90+.

GRADE correlation study

Group Reading Assessment and Diagnostic Evaluation (GRADE) is the assessment that provides key formative and summative reading information, helping you monitor adequate yearly progress. GRADE gives you accurate, easy-to-read results at the individual, class, and school levels.

We are looking for sites that can help with a correlation study of PPVT-4/EVT-2 with GRADE. Consider partnering with your general education colleagues to complete this study with us.

Each examinee must complete the following within 4 weeks of each other:

  • One form of PPVT-4 followed by one form of EVT-2. Administration time for this testing is estimated at 15 to 30 minutes, depending on the examinee’s age.
  • The appropriate level GRADE test. Administration time for this testing is estimated at 60-90 minutes, depending on the examinee’s age.

If you are interested in participating in any of these studies, please contact Renee Vraa at reneev@agsnet.com or 800-328-2560, ext. 7311. Thank you for your consideration!

The Countdown to ASHA Has Begun!


AGS Publishing gears up for ASHA!

We are excited about the ASHA convention, and would like to present the following schedule of events to you. Feel free to print out this schedule and bring it with you to the convention, so you won’t miss a thing!

AGS Publishing Booth Events – Booth 1101

Although we’d love you to stop by any time, you want to be sure not to miss the following special events at the AGS Publishing booth:

    Friday, November 18
    All Day: Get to know TheraSimplicity! Michelle Eral, creator of TheraSimplicity, will be a regular guest in our booth.
    11:00 a.m. Meet LuAnn Dukes, MEd, CCC-SLP, winner of the 2005 AGS Publishing convention scholarship
    12:00 p.m. Prize Drawing: Rollerbag giveaway
    1:00 p.m. Meet the Author: Dr. Ron Goldman
    2:00 p.m. Meet the Author: Nancy Lewis
    3:00 p.m. Meet the Author: Dr. Kathleen Williams
    4:00 p.m. Prize Drawing: Product giveaway
    5:00 p.m. Booth closes
    Saturday, November 19
    All Day: Get to know TheraSimplicity! Michelle Eral, creator of TheraSimplicity, will be a regular guest in our booth.
    11:00 a.m. Meet LuAnn Dukes, MEd, CCC-SLP, winner of the 2005 AGS Publishing convention scholarship
    12:00 p.m. Prize Drawing: Rollerbag giveaway
    1:00 p.m. Meet the Author: Dr. Ron Goldman
    2:00 p.m. Meet the Author: Nancy Lewis
    3:00 p.m. Meet the Author: Dr. Kathleen Williams
    4:00 p.m. Prize Drawing: Product giveaway
    5:00 p.m. Booth closes
    Sunday, November 20
    All Day: Get to know TheraSimplicity! Michelle Eral, creator of TheraSimplicity, will be a regular guest in our booth.
    9:00 a.m. Prize Drawing: Rollerbag giveaway
    11:00 a.m. Meet the Author: Dr. Ron Goldman
    12:00 p.m. Meet the Author: Nancy Lewis
    1:00 p.m. Pickup of product giveaways
    2:00 p.m. Booth closes

While you’re visiting us, remember to:

  • Sign up for a door prize
  • Pick up another booth schedule—just in case!
  • Ask for your free gift
  • Earn cash/credit for your site
  • Place an order—you get 10% off orders placed at the convention AND free shipping of your US order!

In addition to our booth activities, you also don’t want to miss the following presentations:

    Saturday, November 19, 11:00 a.m. – 12:00 p.m.
    Conference Center (CC), 7A
    #0534 – Advanced Tools in Intervention: TheraSimplicity
    Tina Eichstadt and Michelle EralSunday, November 20, 9:00 – 10:00 a.m.
    Conference Center (CC), 31AB
    #0742 – “Es muy hard”: SLPs and the Bilingual Assessment Team
    Nancy Lewis

AGS Publishing offers and sponsors a number of special events at the convention, from workshops to receptions, and everything in between. These events have very specific audiences in mind, so be sure to check the schedule to see if the events pertain to you and your field of interest.

We look forward to seeing you at ASHA!

Bringing ASHA to You


Dear Colleague:

In all the planning and busy times before an ASHA convention, it’s easy to forget that a relatively small portion of the speech-language-hearing community attends the annual convention each year. We wanted to take a moment to recognize each of you as active professionals in the speech-language-hearing field. In our recent scholarship contest, many of you wrote comments or notes to us about how much you’d love to attend the ASHA convention for the first time, for the second time, as a closing event to a successful career, and everything in between. We applaud you and regret that we cannot support all of you to attend. Thank you for your energy and strong desire to keep learning.

For those of you who aren’t able to attend convention, we’re thinking about how to bring the learning to you. One thing we can do is add a place in our www.speechandlanguage.com Discussion Center just for ASHA conversations. Maybe someone can share a great idea for funding a convention trip out of pocket (yours or someone else’s). Maybe someone attended a fantastic session and can post a message recapping the evidence-based practice insight or tidbit that was most helpful. Maybe someone can ask a question about a session they would have attended or post a link to a recap or an article on ASHA’s website. You can find a multitude of ways to learn collaboratively without traveling!

For those of you who will attend convention next week, we look forward to seeing you there! Safe travels to one and all. Please stop by and say hello to us at booth 1101.

What other ways can we add to the experience? Post your thoughts in the Discussion Center and we’ll do our best to support making the connections between those who attended and those who could not this year. Let’s put the SLP Forum to work for you, once again!

Respectfully,

Tina Eichstadt, MS, CCC-SLP
Product Manager, Speech and Language
AGS Publishing

Congratulations to our ASHA Scholarship winner, LuAnn Dukes!


Our schloarship winner for the 2005 national ASHA convention is LuAnn Dukes, MEd, CCC-SLP. LuAnn is a 30-year SLP veteran and has taught in a variety of settings. Currently, she works at James E. Bacon Elementary School in Jesup, GA. LuAnn has a Master’s of Education in Speech Pathology and teaching credentials for both Speech Pathology and Deaf Education.

LuAnn’s fabulous prize package includes:

  • Round-trip airfare to and from San Diego
  • Hotel accommodations at the San Diego Marriott, which is attached to the convention center
  • Full registration privileges at the ASHA convention
  • Meals at the convention

We look forward to seeing LuAnn and all of you at the convention!